Neoplasm/ Neoplastic Process Paper

/in /by

Neoplasm/ Neoplastic Process Paper

Neoplasm/ Neoplastic Process Paper

 

 

Introduction

“Cancer is the second leading cause of death in the United States, exceeded only by heart disease. One in every four deaths is due to cancer” (CDC, 2016) As nurses, it is essential t be familiar with the most common types of cancer and the patient presentations.

ORDER A PLAGIARISM FREE PAPER NOW

 

Assessment Outcomes

  1. Analyzes how the physiology and pathophysiology impacts the patient presentation- explain this in detail in terms of pathophysiology.
  2. Explores how this presentation will influence your practice in providing care to the patient in a holistic manner. in a rapidly changing health care environment.
  3. Articulately describes the concepts, in the patient context.
  4. Communicates effectively using graduate writing concepts.

 

Directions: Written Paper

For the purpose of this assessment, you will develop a 7-10 page paper, exclusive of the abstract and reference pages.

 

All papers are to be written using current APA citation and reference format.

 

Audience for this analysis:  The primary audience for this presentation is that of your colleagues in the Master of Science in Nursing program.  Neoplasm/ Neoplastic Process Paper

 

 

 

 

Interview and Interdisciplinary Issue Identification

/in /by

Interview and Interdisciplinary Issue Identification

 

 

 

ORDER A PLAGIARISM FREE PAPER NOW

 

 

 

 

 

Interview and Interdisciplinary Issue Identification

YOUR NAME

NURS-FPX4010

Capella University

MONTH DAY, YEAR

 

 

Interview Summary

Summarize your interview in this section. Be sure to relate concise information about:

  • the health care organization that was discussed in the interview.
  • the interviewee’s role and duties.
  • the relevant issues at the organization.
  • any relevant comments on the actions taken by the organization or leadership previously and their effectiveness.
  • the organizational culture related to collaboration.
  • any relevant collaboration or interdisciplinary team experience you interviewee has had.

The goal of this section is to convey what was discussed at the interview and identify an issue to pursue throughout the rest of this assessment (and future assessments in this course), as well as have enough information to relate theories, strategies, and approaches to the situation at the organization. Interview and Interdisciplinary Issue Identification

Issue Identification

Identify the issue from the interview for which you consider an evidence-based interdisciplinary approach appropriate. Provide one or more specific reasons why an interdisciplinary approach would be appropriate for the issue.

Change Theories That Could Lead to an Interdisciplinary Solution

For this section, look to the literature and describe one or more change theories that would help to develop an interdisciplinary solution to the identified issue. Also, you should briefly note the relevance and credibility of the sources that you cite.

Another way to think through this section is:

  • What is the change theory?
  • How could it help create an interdisciplinary solution?
  • How relevant is the theory to the specific identified issue?
  • How credible is the source?

Leadership Strategies That Could Lead to an Interdisciplinary Solution

This section is similar to the previous one, except you will be looking to the literature to help you describe one or more leadership strategy that would help you develop an interdisciplinary solution to the identified issue. Also, you should briefly note the relevance and credibility of the sources that you cite.

Another way to think through this section is:

  • What is the leadership strategy?
  • How could it help create an interdisciplinary solution?
  • How relevant is the strategy to the specific identified issue?
  • How credible is the source?

Collaboration Approaches for Interdisciplinary Teams

Again, this section will be similar to the previous once, except that the focus will be on collaboration approaches. Depending on whether or not your interviewee’s organization uses interdisciplinary teams frequently, your focus in this section may be on how to establish interdisciplinary teams and a collaborative foundation or how to improve the collaboration within an already established teams. You should also briefly note the relevance and credibility of the sources that you cite.

Another way to think through this section is:

  • What is the leadership approach?
  • How could it help establish or improve collaboration?
  • How relevant is the approach to the specific identified issue?
  • How credible is the source?

 

 

References

INDIVIDUAL TOPIC SEARCH STRATEGY (ITSS) GUIDELINES

/in /by

INDIVIDUAL TOPIC SEARCH STRATEGY (ITSS) GUIDELINES

 

 

INDIVIDUAL TOPIC SEARCH STRATEGY (ITSS) GUIDELINES

ORDER A PLAGIARISM FREE PAPER NOW

REQUIREMENTS

  • Each student will sign-up for a group to formulate an evidence-based practice topic of interest
  • Each group will use their chosen research question and put into PICO format.
  • Each group member will search, retrieve, and receive approval (by faculty) for 1 PRIMARY RESEARCH ARTICLE to answer the group Research Question.
  • Paper should include a Title and Reference
  • Page Length: 3-4 pages Excluding Title and Reference pages
  • The paper will include the following headings (in bold):

Clinical Question

  • Describe problem
  • Overview/Significance of problem in terms of outcomes or statistics
  • Your PICOT question
  • Purpose of your paper INDIVIDUAL TOPIC SEARCH STRATEGY (ITSS) GUIDELINES

      Level of Evidence

  • Type of question asked
  • Best evidence found to answer question

      Search Strategy

  • Search terms
  • Databases used: Chamberlain Database
  • Refinement decisions made
  • Identification of most relevant article

         Format

  • Correct grammar and spelling
  • Use of headings for each section
  • Use of APA format (7th edition)

 

  • Required to write the paper based on PAPER FORMAT
  • Refers to Grading Rubric in page 3

 

 

Clinical Question

Research Question

            For adult patients with COPD, does

 

Overview of the Problem

What statistics document this is a problem? (facts and figures)

 

Significance of the Problem

What health outcomes result from this problem. Why should people be concerned about this problem?

 

 

Purpose of Paper

The purpose of this paper is to describe search strategies to find evidence in supporting our group’s PICO question.

 

PICO question: Does exercise improve mental health symptoms in patients with psychiatric disorders?

Search Strategy

Search Terms

List all terms used to search for your article (i.e. breast cancer, screening, mammography, intervention, assessment, influencing factors….etc.)

 

Library Databases

List Chamberlain library database used (i.e. EBSCO, Medline, OVID, PubMed….etc.)

Google search engine is NOT the library database

 

Availability of Articles

How many research articles were available to answer your research question?

Provide numbers of articles, NOT just saying “plenty, sufficient, many…etc.

 

Refinement Decisions

What decision(s) have changed from your original search strategies? (i.e. peer-review, within last 5 years, primary data article, full-text….etc.) 

What was your rationale for your decision to change from original search strategies?

 

Final Article

Describe the decisions you made to specifically select 1 PRIMARY RESEARCH ARTICLE as relevant for answering your Research Question

 

Level of Evidence

Addresses Topic/Relevance to PICO

Describe how article addresses the topic, purpose and key points

 

Evidence Level Pyramid

Identify and describe the level of evidence based on Evidence Level/Hierarchy Pyramid

Refers to Level of Evidence Pyramid (Lecture #2)

 

Study Type

Identify study type of article: Quantitative, Qualitative, or Mixed-Method Study

 

 

 

 

 

 

 

 

 

 

Grading Rubric & Description for Individual Topic Search Strategy

Clinical Question (45)
Research Question

(PICO)

 15 Accurately and clearly states your Research Question as formulated and stated in PICO format
Purpose of Paper 10 Describe the purpose of your ITSS paper
Overview of Problem 10 What statistics document this is a problem?
Significance of Problem 10 What health outcomes result from your problem?
Search Strategy (65)
Search Terms

 

 10 List terms used to search for your articles (breast cancer, screening, mammography, intervention, factors..etc)
Library Databases

 

 10 List Chamberlain library database you used (i.e. EBSCO, Medline, OVID, PubMed)

Google search engine is NOT the library database
Availability of Articles

 

 5 How many research articles were available to answer your research question? Provide numbers
Refinement Decisions 10 As you did your search, what decisions did you make in refinement to get your required articles down to a reasonable number for review?
5 What was your rationale for your decision to change?
5 How many research articles were available to answer your research question after your refinement process?
Final Article

 

 10 Describe decisions you made to specifically select ONE PRIMARY DATA ARTICLE as relevant for answering your Research Question
10 Submit a copy of selected article in CANVAS
                  Level of Evidence (20)
Relevance to PICO

 

Evidence Level Pyramid

 

Study Type

 10 Describe how the article addresses the topic (i.e. therapy, intervention, prognosis, risk factors, assessments, or meanings….etc)
5 Identify and describe the Level of Evidence based on level of evidence pyramid (see handout)
5 Identify the study type based on the study design: Quantitative, Qualitative, Descriptive, Mixed-Method Study
                    Format (30)
Format 5 Use of required Headings and Subheading for each category
  10 APA Format (7th ed.) references, citations
  10 Correct grammar and spelling
  5 Paper length (3-4 pages)

 

Total Points:                  /160 Points

 

NR00NP Foundational Concepts and Advanced Practice Roles

/in /by

NR00NP Foundational Concepts and Advanced Practice Roles

(No Running head needed per 7th edition for student papers)

All pages must have a page number as on the template.

 

 

Title of Paper

 

Student Name

 

Chamberlain University: Nurse Practitioner Track

NR00NP Foundational Concepts and Advanced Practice Roles

Instructor

Date (e.g. July 1, 2021)

 

ORDER A PLAGIARISM FREE PAPER NOW

 

 

Do not change font size. Font size stays the same throughout the APA paper

Double space only throughout the entire APA paper, including references NR00NP Foundational Concepts and Advanced Practice Roles

 

 

Visit the writing center for help with your paper. Can locate in course resources as well:

https://mychamberlain.sharepoint.com/sites/StudentResourceCenter/WC

 

 

 

 

 

Title of Paper

(Centered and Bolded – should be the same as title on page 1 – title page)

Four APN Roles

(Level 1 Heading: Centered, Bold, Title Case Heading)

Discuss in detail the four APN roles (CNP, CNS, CRNA & CNM). Use at least one scholarly source and include an intext citation for that source.  Paraphrase the content you are using from your resource and cite correctly. Include a description, the education preparedness and work environment of each role.

CNP (Level 2 heading: Flush left, Bold, Uppercase and Lowercase Heading, no other punctuation)

Start paragraph under heading and indented. Description, educational preparedness, and work environment

CNS (Level 2 heading: Flush left, Bold, Uppercase and Lowercase Heading)

CRNA (Level 2 heading: Flush left, Bold, Uppercase and Lowercase Heading)

CNM (Level 2 heading: Flush left, Bold, Uppercase and Lowercase Heading)

Rationale for Choosing CNP Role (Level 1 Heading)

Discuss in detail your rationale for choosing the CNP advanced practice role versus one of the other roles.  Avoid using “I” in scholarly writing.

Plans for Clinical Practice (Level 1 Heading)

Discuss in detail your plans for clinical practice after graduation.  Explain how your understanding of NP practice has changed after researching the four ANP roles.

Role Transition (Level 1 Heading)

Discuss your transition from the RN role to the NP role.  Describe two factors that may impact your transition.  Discuss two strategies you will use to support a successful transition from the RN to NP role.  Provide reference support from at least one scholarly source.  The textbook is not a scholarly source.

Conclusion (Level 1 Heading)

Provide a conclusion, including a brief summary of what you discussed in the paper.  Do not introduce new information into your conclusion paper. A good rule of thumb is to have a sentence for each main idea/criteria you discussed in the paper.

 

 

 

 

 

 

 

          References

Please make sure you to review the 7th edition APA book to cite your references here. Please note: you do not list a reference unless you cited the reference in your paper.

References are double spaced. References have a hanging indent and are in alphabetical order.

 

Resource:

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_basic_rules.html

 

 

CAS 321 Advanced Study of Infant and Toddler Development Research Paper

/in /by

CAS 321 Advanced Study of Infant and Toddler Development Research Paper

CAS 321 Advanced Study of Infant and Toddler Development Research Paper Guideline and Scoring Rubric (70 points possible)

ORDER A PLAGIARISM FREE PAPER NOW

The purpose of this research paper assignment is to summarize and synthesize findings from at least six scholarly resources. For this assignment, there are three steps involved: 1) write a proposal (10 points), 2) submit a Reference Page (10 points), and 3) complete your final paper (50 points). You will write a 7-page APA style research paper on a topic related to child development from conception through age three, worth a maximum of 50 points. A minimum of six scholarly references (4 peer–review journal articles) is required for your resources. Course lecture notes may not be cited. You may not use popular sources such as Wikipedia and your book are not to be the sole source of your information. The sources of all information should be documented using APA style citations (7th edition). CAS 321 Advanced Study of Infant and Toddler Development Research Paper

 

The lengths of the research paper will be seven pages (doubled-spaced). Your paper should include three major sections: The Title Page, Main Body (5 pages), and References (one page). No Direct Quotes are allowed for your paper. See below for the scoring rubric. The project must be submitted in Microsoft Word format.

 

You need to submit your paper to Turnitin.com via course website. All papers must have an originality score of 25% or less (meaning that 75% or more of the content is original to the author). This score includes references and quotes. You must review your originality report after submitting your paper to ensure that your score is appropriate. I recommend submitting a draft in advance to confirm that your score will be acceptable.

 

If your score is too high, you will need to revise and resubmit the paper. Please contact me immediately if your paper has a score above 25%. Papers with a score above 25% will not be graded (will receive a zero) unless they are revised and resubmitted.

 

Scoring Rubric (50 points possible)

Content (40 points)

Introductory paragraph (5 points)

Introduce general idea

Explains why this topic is important

Define the age range that you will focus on

Explains what the paper will cover

Specific developmental characteristics/trends related to topic

and age/life phase are discussed (7 points)

Content is accurate, comprehensive, relevant to developmental

phase overall (7 points)

Major points are stated clearly, supported by specific details,

examples, and analysis (7 points)

Integration and synthesizing of research findings, background reading is

appropriate, supports rationale (information from at least 6 high

quality sources is included) (7 points)

Recommendations/implications for developmentally appropriate

practice are logical, follow from discussion (7 points)

 

Organization (10 points)

        Meets minimum page requirement (1 point)                                                                                                          Clarity of expression (1 point)

Grammar (3 points)

Conciseness (2 points)

APA-style (3 points)

PMHNP PRAC 6645 Clinical Skills Self-Assessment Form

/in /by

PMHNP PRAC 6645 Clinical Skills Self-Assessment Form

PMHNP PRAC 6645 Clinical Skills 

Self-Assessment Form

ORDER A PLAGIARISM FREE PAPER NOW

Desired Clinical Skills for Students to Achieve Confident (Can complete independently) PMHNP PRAC 6645 Clinical Skills Self-Assessment Form Mostly confident (Can complete with supervision) Beginning (Have performed with supervision or need supervision to feel confident) New (Have never performed or does not apply)
Comprehensive psychiatric evaluation skills in: 
Recognizing clinical signs and symptoms of psychiatric illness across the lifespan   X    
Differentiating between pathophysiological and psychopathological conditions   X    
Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies)   X    
Performing and interpreting a mental status examination     X  
Performing and interpreting a psychosocial assessment and family psychiatric history     X  
Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational).   X    
Diagnostic reasoning skill in:
Developing and prioritizing a differential diagnoses list   X    
Formulating diagnoses according to DSM 5 based on assessment data   X    
Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes   X    
Pharmacotherapeutic skills in:
Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management)     X  
Evaluating patient response and modify plan as necessary     X  
Documenting (e.g., adverse reaction, the patient response, changes to the plan of care)   X    
Psychotherapeutic Treatment Planning:
Recognizes concepts of therapeutic modalities across the lifespan     X  
Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation)     X  
Applies age appropriate psychotherapeutic counseling techniques with individuals, families, and/or groups     X  
Develop an age appropriate individualized plan of care     X  
Provide psychoeducation to individuals, family, and/or groups     X  
Promote health and disease prevention techniques   X    
Self-Assessment skills:
Develop SMART goals for practicum experiences   X    
Evaluating outcomes of practicum goals and modify plan as necessary   X    
Documenting and reflecting on learning experiences   X    
Professional skills:
Maintains professional boundaries and therapeutic relationship with clients and staff X      
Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings X      
Identifies ethical and legal dilemmas with possible resolutions   X    
Demonstrates non-judgmental practice approach and empathy X      
Practices within scope of practice X      
Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:
Demonstrates selecting the correct screening instrument appropriate for the clinical situation   X    
Implements the screening instrument efficiently and effectively with the clients   X    
Interprets results for screening instruments accurately   X    
Develops an appropriate plan of care based upon screening instruments response     X  
Identifies the need to refer to another specialty provider when applicable   X    
Accurately documents recommendations for psychiatric consultations when applicable   X    

 

Summary of strengths:

My foremost strength is professionalism. I definitely fathom my responsibility and I recognize how to uphold limitations with patients and colleagues. In my daily life I make it a practice not to judgment regardless of their situation. It is not hard to apply this habit in my professional practice.

 

 

 

 

 

 

 

 

Opportunities for growth:

My greatest opportunity for progress this quarter will be working with groups and families. This will be a new area in this semester. It will be remarkable how to traverse group and family dynamics while commerce with specific traits and interests.

 

 

 

 

 

 

 

 

 

Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.

1.       Goal: I want to perform mental status exams on at various patients by the end of this practicum rotation.

a.       Objective: Comprehensive psychiatric evaluation skill

b.      Objective: Diagnostic Reasoning Skills

c.       Objective: Professional Skills

 

2.       Goal: I want to correctly identify clinical signs and symptoms to the corresponding mental illness for each patient that I see this quarter, as evidenced by acknowledging of practicum instructor.

a.       Objective: Comprehensive psychiatric evaluation

b.      Objective: Diagnostic Reasoning

c.       Objective: Shadow and participate in patient care

 

3.       Goal: Will complete 160 hours of clinical hours for this course as required.

a.       Objective: Arrive at the clinical site on time and well prepared.

b.      Objective: Enter patient information on Meditrek.

c.       Objective: Complete time log and patient information on a timely manner during practicum experience.

 

 

 

 

 

 

Signature:

Date: 3/1/22

Course/Section: NURS 6645 PRAC

NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD

/in /by

NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD

Your own experiences might tell you that expectations from family, friends, and work—as well as your own expectations regarding achievement, success, and happiness—can create stress. Stressors are a normal part of life, and stress traditionally has been viewed as an adaptive function with a set of physiological responses to a stressor. In a situation where stress is perceived, the organism is physiologically prepared to attack or flee from the threat. Those with effective fight or flight responses tended to survive long enough to reproduce, so we are descended from those who are genetically hardwired for self-protection. When you experience stress, your biology, emotions, social support, motivation, environment, attitude, immune function, and wellness all feel the ripple effect. NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD

This stress response is an adaptive response the human body has to threats; however, stress can also be difficult to handle and—depending upon the nature and intensity of the stress—can result in anxiety disorders, obsessive-compulsive disorders, or trauma- and stressor-related disorders. This week, you will focus on these disorders and explore strategies to accurately assess and diagnose them. NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD

Learning Objectives – NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD

Students will:

  • Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information
  • Formulate differential diagnoses using DSM-5 criteria for patients with anxiety disorders, PTSD, and OCD across the lifespan

Learning Resources

Required Readings (click to expand/reduce) 

American Psychiatric Association. (2013). Anxiety disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm05

American Psychiatric Association. (2013). Obsessive compulsive and related disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm06

American Psychiatric Association. (2013). Trauma- and stressor-related disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm07

Sadock, B. J., Sadock, V. A., and Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.

  • Chapter 9, Anxiety Disorders
  • Chapter 10, Obsessive-Compulsive and Related Disorders
  • Chapter 11, Trauma- and Stressor-Related Disorders
  • Chapter 31.11 Trauma-Stressor Related Disorders in Children
  • Chapter 31.13 Anxiety Disorders in Infancy, Childhood, and Adolescence
  • Chapter 31.14 Obsessive-Compulsive Disorder in Childhood and Adolescence

ORDER   A PLAGIARISM-FREE PAPER   NOW

Document: Comprehensive Psychiatric Evaluation Template

Document: Comprehensive Psychiatric Evaluation Exemplar

Required Media (click to expand/reduce)
Video Case Selections for Assignment (click to expand/reduce) NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD 

Select oneof the following videos to use for your Assignment this week. Then, access the document “Case History Reports” and review the additional data about the patient in the specific video number you selected.

Symptom Media. (Producer). (2017). Training title 15 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-15

Symptom Media. (Producer). (2016). Training title 21 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-21

Symptom Media. (Producer). (2016). Training title 37 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-37

Symptom Media. (Producer). (2016). Training title 40 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-40

Symptom Media. (Producer). (2017). Training title 55 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-55

Symptom Media. (Producer). (2017). Training title 85 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-85

Symptom Media. (Producer). (2018). Training title 95 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-95

Document: Case History Reports

Assignment: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD

“Fear,” according to the DSM-5, “is the emotional response to real or perceived imminent threat, whereas anxiety is anticipation of future threat” (APA, 2013). All anxiety disorders contain some degree of fear or anxiety symptoms (often in combination with avoidant behaviors), although their causes and severity differ. Trauma-related disorders may also, but not necessarily, contain fear and anxiety symptoms, but their primary distinguishing criterion is exposure to a traumatic event. Trauma can occur at any point in life. It might not surprise you to discover that traumatic events are likely to have a greater effect on children than on adults. Early-life traumatic experiences, such as childhood sexual abuse, may influence the physiology of the developing brain. Later in life, there is a chronic hyperarousal of the stress response, making the individual vulnerable to further stress and stress-related disease. NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD

Photo Credit: Hill Street Studios / Blend Images / Getty Images

For this Assignment, you practice assessing and diagnosing patients with anxiety disorders, PTSD, and OCD. Review the DSM-5 criteria for the disorders within these classifications before you get started, as you will be asked to justify your differential diagnosis with DSM-5 criteria.

To Prepare:

  • Review this week’s Learning Resources and consider the insights they provide about assessing and diagnosing anxiety, obsessive-compulsive, and trauma- and stressor-related disorders.
  • Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.
  • By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient.
By Day 7 of Week 4

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.

Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment?
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case. NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD
  • Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

Submission and Grading Information – NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database. NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD
  • Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:

Week 4 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 4

To participate in this Assignment:

Week 4 Assignment

NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NRNP_6635_Week4_Assignment_Rubric

Excellent Good Fair Poor
Create documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected. 

In the Subjective section, provide:
• Chief complaint
• History of present illness (HPI)
• Past psychiatric history
• Medication trials and current medications
• Psychotherapy or previous psychiatric diagnosis
• Pertinent substance use, family psychiatric/substance use, social, and medical history
• Allergies
• ROS
18 (18%) – 20 (20%)
The response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.
16 (16%) – 17 (17%)
The response accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.
14 (14%) – 15 (15%)
The response describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies. NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD
0 (0%) – 13 (13%)
The response provides an incomplete or inaccurate description of the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing.
In the Objective section, provide:
• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
18 (18%) – 20 (20%)
The response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.
16 (16%) – 17 (17%)
The response accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are accurately documented.
14 (14%) – 15 (15%)
Documentation of the patient’s physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies.
0 (0%) – 13 (13%)
The response provides incomplete or inaccurate documentation of the patient’s physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing.
In the Assessment section, provide:
• Results of the mental status examination, presented in paragraph form.
• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
23 (23%) – 25 (25%)

The response thoroughly and accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.
20 (20%) – 22 (22%)

The response accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected.
18 (18%) – 19 (19%)

The response documents the results of the mental status exam with some vagueness or innacuracy.

Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vaguess or innacuracy.
0 (0%) – 17 (17%)
The response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing.
Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
9 (9%) – 10 (10%)
Reflections are thorough, thoughtful, and demonstrate critical thinking. NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD
8 (8%) – 8 (8%)
Reflections demonstrate critical thinking. NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD
7 (7%) – 7 (7%)
Reflections are somewhat general or do not demonstrate critical thinking.
0 (0%) – 6 (6%)
Reflections are incomplete, inaccurate, or missing.
Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).
14 (14%) – 15 (15%)
The response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making.
12 (12%) – 13 (13%)
The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study.
11 (11%) – 11 (11%)
Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification.
0 (0%) – 10 (10%)
Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.
Written Expression and Formatting—Paragraph development and organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.
4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD
3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.

No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting—English writing standards:
Correct grammar, mechanics, and punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD
4 (4%) – 4 (4%)
Contains a few (one or two) grammar, spelling, and punctuation errors
3 (3%) – 3 (3%)
Contains several (three or four) grammar, spelling, and punctuation errors
0 (0%) – 2 (2%)
Contains many (≥ five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Total Points: 100

Advanced Levels of Clinical Inquiry and Systematic Reviews PPT

/in /by

Advanced Levels of Clinical Inquiry and Systematic Reviews PPT

Advanced Levels of Clinical Inquiry and Systematic Reviews PPT

  • Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
  • Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
  • Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available. Advanced Levels of Clinical Inquiry and Systematic Reviews PPT
  • Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

  • Identify and briefly describe your chosen clinical issue of interest.
  • Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
  • Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
  • Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
  • Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

    ORDER   A PLAGIARISM-FREE PAPER   NOW

APA format. Rubric provided. This is the second part of the assignment. The first part assignment is this: (please look over the topic if provided there) Advanced Levels of Clinical Inquiry and Systematic Reviews PPT

PICO(T) is a framework that helps breakdown the question into searchable keywords (Davies, 2011). The question framework, PICO(T), standardizes the format for asking questions, which is the motivating force in evidence-based practice (EBP) (Davies, 2011). As nurses, we continuously ask and formulate questions out of curiosity and inquiry to provide the highest quality of care to our patients (Melnyk et al., 2009).

The clinical issue I am interested in is fall prevention. Working in a telemetry-neuro unit, we have many incidents of falls. These falls can lead to a longer stay in the hospital or cause complications, such as fractures or hemorrhages.

(P): Inpatient adults ages 40 and older

(I): Rigorous fall assessment and early ambulation

(C): bed alarms and fall education

(O): reduction of falls in Telemetry and Medical-Surgical floors

(T): during the hospital stay

Database Research

The two databases I used were PubMed and MEDLINE. It was a great start to my interest in the topic. The database allows me to advance my research by allowing me to choose the article type, change the publication date range, and search with Boolean operators. These features helped narrow down my search to the specific article I am looking for specifically with the Boolean operators. Boolean operators allow me to search combinations of keywords or phrases in a specified order (Library of Congress, n.d.). Having a question framework such as PICO(T) maximizes the effectiveness of the search as it helps guide the search results for the specific topic. Advanced Levels of Clinical Inquiry and Systematic Reviews PPT

Project charter with a work breakdown structure

/in /by

Project charter with a work breakdown structur

 

The purpose of this assignment is to create a project charter with a work breakdown structure. Select one case study in Chapter 8 of the textbook from the following options: Case Study: Nurse Manager or Case Study: Informatics Nurse Specialist (INS).  The case study you select in this topic will be used throughout the course to complete the assignments in Topics 3-7. Project charter with a work breakdown structure

ORDER A PLAGIARISM FREE PAPER NOW

Review Figure 3.2 “Project Charter Content” from Chapter 3 in the textbook. Use this as a model to complete the “Project Charter Template” located in the topic Resources folder. You will complete the template as if you are the project manager. The project charter will serve as a statement of work for the case study you selected in Chapter 8 of the textbook.

 

Case model I will use -Nurse Manager

Ruth S., a newly graduated MSN, is the nurse manager who reports to Becky and as a new nurse manager is required to learn how to plan and schedule staff to adequately cover a dynamic and frequently changing work environment. She has also been asked to manage the budget for the unit, something she will need to learn, as she has not done that before. Ruth has had an introduction to the basic skills in her master’s program but not to the extent she will need to perform her role functions well.There are other competencies she will need to learn as a manager and, just as her predecessor, will take the same two PM courses at the university where she will develop skills such as developing communication plans, learning how to communicate with organizational leadership through report writing, and attending meetings where she will learn more about the group process (Chapter 4, Planning: Project Management—Phase 2). She will learn to develop change management plans and by doing so will learn how to utilize the change process to become more knowledgeable in team building and managing conflict, as well as provide resolutions and manage resources; she became more computer literate as well (Chapter 3, Design/Initiation: Project Management—Phase 1, and Chapter 4, Planning: Project Management—Phase 2).Ruth is not well versed in finance so Becky, who promoted her, initially will take on this task until Ruth becomes more conformable with the process (Chapter 4, Planning: Project Management—Phase 2). With oversight from Becky, Ruth will need to review and validate how to assign tasks, as well as delegate, deal with conflict, and assess and prioritize timelines (Chapter 4, Planning: Project Management—Phase 2). Becky also suggested that Ruth work with other peers who have expertise in data collection and analysis, understand how to collect data, analyze and prepare reports for the CNO and NE, define the metrics that leadership will require, and review outcomes (Chapter 3, Design/Initiation: Project Management—Phase 1, and Chapter 4, Planning: Project Management—Phase 2). Ruth will learn how to do other tasks as she takes the courses in project management. Other tasks include the ability to:■Develop objectives for both short- and long-term goals (Chapter 4, Planning: Project Management—Phase 2)■Develop and plan “a” and “b” options (Chapter 4, Planning: Project Management—Phase 2)■Take action and know when to delegate (Chapter 5, Implementation/Execution—Phase 3)■Define what processes need to be in place (Chapter 3, Design/Initiation: Project Management—Phase 1, and Chapter 4, Planning: Project Management—Phase 2)■Determine how to monitor and control (Chapter 6, Monitoring and Controlling: Project Management—Phase 4)■Define the different types of project closing (Chapter 7, Closing the Project—Phase 5)■Develop, utilize all tools developed, and successfully close a project (Chapter 7, Closing the Project—Phase 5)Ruth has also been told that the ABC Medical Center will be implementing a new system to document and track nursing standards. She will need to work with IT to implement the system and ensure the system has implementation of standards in place, including a method for documenting employees exceeding or failing to meet standards (Chapter 4, Planning: Project Management—Phase 2, and Chapter 5, Implementation/Execution—Phase 3).Ruth realizes that she will be very busy at least for her first 6 months in the new job and works with Becky to establish a timeline for all of the new tasks including her schoolwork (Chapter 4, Planning: Project Management—Phase 2).

Rubric

The Project Charter Template is present and includes substantial relevant details

A summary of the steps involved in initiating and designing a project is present and thorough.

Influence of Authority Gradients on Team Selection and Formulation

An explanation of how authority gradients influence teamwork and patient safety is present and thorough.

A description of two strategies for identifying and managing overlap in team member roles and accountabilities is present and thorough.

One benefit and one challenge for each researched strategy is present and thorough.

 

 

 

Project Charter Template

Part 1: A project charter is an essential element in the design phase of project management. The project charter serves as a framework and outlines key details of the project. Ultimately, the project charter will give authority to the project manager once key stakeholders and leadership sign off. Complete the template below based on the running case study in the Class Resources.

 

Project Title:
Project Start Date:                                 Projected Finish Date:
Project Manager: (include name and e-mail)

 
Background/Need/Justification:

 
Project Objective(s):

 
Applicable Industry Standards:

 
Budget Information:

 

 
Deliverables:

 

 

 
Risks and/or Potential Issues:

 

 

 

 

 
Project Timeline:
Key milestones Team Member Responsible Planned Target Date Actual Date
       
       
       
       
       
Project Team: Roles and Responsibilities:
Position Position Position Position
       
       
       
       
       
Approval/Review Committee:
Name and Signature Role Position Contact Information
       
       
       
       
       

 

Part 2: In 500-750 words, address the following:

  1. Summarize the steps involved in initiating and designing a project in a health care setting.

 

  1. Describe the influence of authority gradients on team selection and formulation. What is unique about this relative to health care quality and safety?

 

  1. Explain how authority gradients influence team work and patient safety in a health care setting.

 

  1. Research and describe two strategies for identifying and managing overlap in team member roles and accountabilities in a health care setting.

 

  1. Describe one benefit and one challenge for each researched strategy.

 

 

References

This assignment requires one or two scholarly resources. Cite these references below.

NURS FXP 4040 Managing Health Info & Tech Annotated Bibliography

/in /by

NURS FXP 4040 Managing Health Info & Tech Annotated Bibliography

NURS FXP 4040 Managing Health Info & Tech Annotated Bibliography

Description

Write a 4-6 page annotated bibliography where you identify peer-reviewed publications that promote the use of a selected technology to enhance quality and safety standards in nursing.

Before you begin to develop the assessment you are encouraged to complete the Annotated Bibliography Formative Assessment. Completing this activity will help you succeed with the assessment and counts towards course engagement. NURS FXP 4040 Managing Health Info & Tech Annotated Bibliography

 

Rapid changes in information technology go hand-in-hand with progress in quality health care delivery, nursing practice, and interdisciplinary team collaboration. The following are only a few examples of how the health care field uses technology to provide care to patients across multiple settings:

  • Patient monitoring devices.
  • Robotics.
  • Electronic medical records.
  • Data management resources.
  • Ready access to current science.

Technology is essential to the advancement of the nursing profession, maintaining quality care outcomes, patient safety, and research.

This assessment will give you the opportunity to deepen your knowledge of how technology can enhance quality and safety standards in nursing. You will prepare an annotated bibliography on technology in nursing. A well-prepared annotated bibliography is a comprehensive commentary on the content of scholarly publications and other sources of evidence about a selected nursing-related technology. A bibliography of this type provides a vehicle for workplace discussion to address gaps in nursing practice and to improve patient care outcomes. As nurses become more accountable in their practice, they are being called upon to expand their role of caregiver and advocate to include fostering research and scholarship to advance nursing practice. An annotated bibliography stimulates innovative thinking to find solutions and approaches to effectively and efficiently address these issues.

DEMONSTRATION OF PROFICIENCY

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
    • Analyze current evidence on the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team. NURS FXP 4040 Managing Health Info & Tech Annotated Bibliography
    • Integrate current evidence about the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team into a recommendation.
  • Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
    • Describe organizational factors influencing the selection of a technology in the health care setting.
    • Justify the implementation and use of a selected technology in a health care setting.
  • Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
    • Create a clear, well-organized, and professional annotated bibliography that is generally free from errors in grammar, punctuation, and spelling.
    • Follow APA style and formatting guidelines for all bibliographic entries.

      ORDER   A PLAGIARISM-FREE PAPER   NOW

PREPARATION

To successfully complete this assessment, perform the following preparatory activities:

  • Select a single direct or indirect patient care technology that is relevant to your current practice or of interest to you. Direct patient care technologies require an interaction, or direct contact, between the nurse and patient. Nurses use direct patient care technologies every day when delivering care to patients. Electronic thermometers or pulse oximeters are examples of direct patient care technologies. Indirect patient care technologies, on the other hand, are those employed on behalf of the patient. They do not require interaction, or direct contact, between the nurse and patient. A handheld device for patient documentation is an example of an indirect patient care technology. Examples of topics to consider for your annotated bibliography include:
    • Delivery robots.
    • Electronic medication administration with barcoding.
    • Electronic clinical documentation with clinical decision support. NURS FXP 4040 Managing Health Info & Tech Annotated Bibliography
    • Patient sensor devices/wireless communication solutions.
    • Real-time location systems.
    • Telehealth.
    • Workflow management systems.
  • Conduct a library search using the various electronic databases available through the Capella University Library.
    • Consult the BSN Program Library Research Guide for help in identifying scholarly and/or authoritative sources.
    • Access the NHS Learner Success Lab, linked in the courseroom navigation menu, for additional resources.
  • Scan the search results related to your chosen technology.
  • Select four peer-reviewed publications focused on your selected topic that are the most interesting to you.
  • Evaluate the impact of patient care technologies on desired outcomes.
    • Analyze current evidence on the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team.
    • Integrate current evidence about the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team into a recommendation.
Notes
  • Publications may be research studies or review articles from a professional source. Newspapers, magazines, and blogs are not considered professional sources.
  • Your selections need to be current—within the last five years.

ANNOTATED BIBLIOGRAPHY

Prepare a 4–6 page annotated bibliography in which you identify and describe peer-reviewed publications that promote the use of your selected technology to enhance quality and safety standards in nursing. Be sure that your annotated bibliography includes all of the following elements:

  • Introduction to the Selected Technology Topic
    • What is your rationale for selecting this particular technology topic? Why are you interested in this?
    •  What research process did you employ?
      • Which databases did you use?
      • Which search terms did you use?
      • Note: In this section of your bibliography, you may use first person since you are asked to describe your rationale for selecting the topic and the research strategies you employed. Use third person in the rest of the bibliography, however.
  • Annotation Elements
    • For each resource, include the full reference followed by the annotation.
    • Explain the focus of the research or review article you chose.
    • Provide a summary overview of the publication.
      • According to this source, what is the impact of this technology on patient safety and quality of care? NURS FXP 4040 Managing Health Info & Tech Annotated Bibliography
      • According to this source, what is the relevance of this technology to nursing practice and the work of the interdisciplinary health care team?
      • Why did you select this publication to write about out of the many possible options? In other words, make the case as to why this resource is important for health care practitioners to read.
  • Conclusion/Recommendation
    • How would you tie together the key learnings from each of the four publications you examined?
    • What organizational factors influence the selection of a technology in a health care setting? Consider such factors as organizational policies, resources, culture/social norms, commitment, training programs, and/or employee empowerment.
    • How would you justify the implementation and use of the technology in a health care setting? Consider the impact of the technology on the health care organization, patient care/satisfaction, and interdisciplinary team productivity, satisfaction, and retention. NURS FXP 4040 Managing Health Info & Tech Annotated Bibliography